Bloom and others developed the taxonomy for educational objectives in 1956. Hundreds of gifted programs in this country use Bloom’s Taxonomy as a model for developing curriculum for gifted children. The law requires that the education program be fitted to the child, not the child to a preconceived program. An appropriate program is made up of “specially designed instruction” and the “related services” needed to help the child benefit from that instruction. Students pay the exam fee, but the courses are free where they are offered.Īn exceptional child is entitled to an appropriate program of special education or training - that is, an education program which is designed to meet the child’s individual educational needs. Students receive course content normally taught at a higher grade level.Ī College Board program of college level courses taught by high school teachers some colleges give credit for these courses upon successful completion of the AP exam. They should also help educators improve instruction, aid in forming goals and objectives for the curriculum, and determine content and skills. These tests reveal strengths and weaknesses in your child’s academic abilities. Examples: California Achievement Test, Scholastic Aptitude Test (SAT), American College Test (ACT). Instruments that measure what your child knows academically and what he/she can do academically. The demand for proof that your child’s school is meeting its obligations to educate gifted children.Ĭlass assignment based on demonstrated achievement of the students. The district’s role is to identify the level of acceleration and make the appropriate educational adjustment in placement and pace. It should be emphasized that it is the student who has accelerated him/herself through a combination of incidental or intended learning. This can be determined by advanced work demonstrated in the classroom and pre or diagnostic tests in the skill areas. Class assignment based on perceived ability of the students.Ī strategy which is used when a student demonstrates competencies, knowledges, abilities, and/or skills which exceed that which is outlined in the planned course or text for his/her chronological or grade placement level.
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